This is an unofficial list of courses anticipated in coming quarters. Finalized course schedules are published on Time Schedules. The documents of record for courses and requirements can be found at the College Catalog and the Graduate Announcement archives.
20000. Intro to Human Development. (Staff, Autumn).
20207. Race, Ethnicity and Human Development. (M. Spencer).
20505/30405. Anthropology of Disability (D. Kulick, M. Fred).
21000/31000. Cultural Psychology. (R. Shweder, Autumn).
25900. Intro. to Developmental Psychology. (L. Richland, K. Kinzler)
26660/36660. Genes and Behavior. (S. London).
27501. Local Bodies, Global Capital. (L. Jasarevic, Autumn).
27700/31800. Modern Psychotherapies. (D. Orlinsky).
27821. Urban Schools and Communities. (S. Stoelinga).
27901/47901. Modern Spoken Yucatec Maya 1. (J. Lucy).
29700. Readings and Research in Human Development. (Staff, all quarters).
29900. Honors Paper Preparation. (Staff, Autumn, Winter.)
30302. Problems of Policy Implementation. (R. Taub.)
30405/20505. Anthropology of Disability. (D. Kulick, M. Fred)
34800. Kinship and Social Systems. (J. Mateo, Autumn).
36660/26660. Genes and Behavior. (S. London).
36661. Advanced Topics in Behavioral Genomics. (S. London).
37201. Language in Culture. (M. Silverstein).
37500. Research Seminar in Animal Behavior I. (J. Mateo, Autumn).
39900. Readings in Human Development. (Staff, all quarters).
40000. HD Concepts. (J. Lucy, Autumn).
40110. Color, Ethnicity, Cultural Context, and Human Vulnerability: Implications for Resiliency, Coping and Privilege. (M. Spencer).
40851. Topics in Developmental Psychology I. (L. Richland).
41160. New Perspectives on Vulnerability. (D. Kulick).
42200. Research Seminar: Behavioral Endocrinology. (M. McClintock).
42402. Trial Research in Human Development - II. (R. Taub, Autumn).
45605. Moral Development & Comparative Ethics. (R. Shweder).
47901/27901. Modern Spoken Yucatec Maya. (J. Lucy).
48001. Mind and Biology Proseminar I. (M. McClintock).
49900. Research in HD. (Staff, all quarters).
20100. Human Development Research Designs in the Social Sciences. (M. Keels).
20202. Problems in the Study of Sexuality. (K. Schilt).
20209. Adolescent Development. (M. Spencer).
20300. Biological Psychology. (L. Kay).
21401. Intro to African Civ-2. (K. McHarry).
21500. Darwinian Health. (J. Mateo).
23249. Animal Behavior. (S. Pruett-Jones).
23620/33620. Medicine and Anthropology. (J. Farquhar).
25120. Child Development and Public Policy. (A. Kalil).
26000/30600. Social Psychology. (W. Goldstein).
26232. Comparative Cognitive Development. (T. Mandalaywala).
26234. Life Course and Generation in the Arab World. (C. Nutter El Ouardani).
26235. Life Course Development. (S. Van Deusen Phillips).
26310. Vulnerability and Human Rights. (D. Kulick).
26321. Clinical, Critical and Cultural Perspectives on Mental Health. (E. Fein).
29700. Readings/Research. (Staff, all quarters).
29800. BA Honors Seminar. (L. Beldo).
29900. Honors Paper Preparation. (Staff).
37502. Research Seminar in Animal Behavior II. (J. Mateo).
37802. Challenging Legends and Other Received Truths: A Socratic Practicum. (R. Shweder).
39900. Readings in Human Development. (Staff, all quarters).
40207. Development of Adolescents. (M. Spencer).
40810. Policy Interventions to Improve Children's Health and Human Capital. (A. Kalil).
43550. Gesture. (S. Goldin-Meadow).
43600. Processes Judgment and Decision Making. (W. Goldstein).
45620. Anthropology of Migration and Travel. (J. Chu).
47902. Modern Spoken Yucatec Maya-2. (J. Lucy).
48002. Mind and Biology Proseminar II. (M. McClintock).
49900. Research in HD. (Staff, all quarters).
20101/30101. Applied Statistics in Human Development Research. (G. Hong, Spring).
21901/31901. Language, Culture, and Thought. (J. Lucy).
29700. Readings and Research in Human Development. (Staff)
29800. BA Honors Seminar. (Staff)
30301. Research on Contextualized Learning, Cognition and Development. (L. Richland).
37503. Research Seminar in Animal Behavior III. (J. Mateo, Spring).
39301/29301. Qualitative Research Methods. (E. Fein, Spring).
39900. Readings in Human Development. (Staff, all quarters)
42401. Trial Research in Human Development – I. (Staff, Spring)
43302. Illness and Subjectivity. (E. Raikhel)
44700. Sem: Topics in Judgement and Decision Making. (W. Goldstein).
45550. From birds to words: How do communication systems come about? (S. Goldin-Meadow, Spring).
45700. Urban Field Research. (R. Taub)
49900. Research in Human Development. (Staff.)
20000. Intro to Human Development. PQ: CHDV majors or intended majors. (=PSYC 20850) This course provides an introduction to the study of lives in context. The nature of human development from infancy through old age will be explored through theory and empirical findings from various disciplines. Reading and discussion will emphasize the interrelations of biological, psychological, sociocultural forces at different points of the life cycle. R (Staff, Autumn).
20100. Human Development Research Designs in the Social Sciences. This course aims to expose students to a variety of examples of well-designed social research addressing questions of great interest and importance. One goal is clarify what it means to do"interesting" research. A second goal is to appreciate the features of good research design. A third goal is to examine the variety of research methodologies in the social sciences, including ethnography, clinical case interviewing, survey research, experimental studies of cognition and social behavior, behavior observations, longitudinal research, and model building. The general emphasis is on what might be called the aesthetics of well-designed research. (M. Keels, Winter).
20101/30101. Applied Statistics in Human Development Research. PQ: At least one college-level mathematics course, can be a high school AP course. First priority for CHDV grads; second priority CHDV undergrad majors. This course provides an introduction to quantitative methods of inquiry and a foundation for more advanced courses in applied statistics for students in social sciences with a focus on human development research. The course covers univariate and bivariate descriptive statistics, an introduction to statistical inference, t test, two-way contingency table, analysis of variance, and regression. All statistical concepts and methods will be illustrated with application studies in which we will consider the research questions, study design, analytical choices, validity of inferences, and reports of findings. The examples include (1) examining the relationship between home environment and child development and (2) evaluating the effectiveness of class size reduction for promoting student learning. At the end of the course, students should be able to define and use the descriptive and inferential statistics taught in this course to analyze data and to interpret the analytical results. Students will learn to use the SPSS software. No prior knowledge in statistics is assumed. High school algebra and probability are the only mathematical prerequisites. M (G. Hong, Spring).
20202. Problems in the Study of Sexuality. This course examines theoretical and empirical approaches to understanding gender difference and inequality—central questions in the development of feminist activism and theory. We begin with historical changes in the attempts to theorize sex and gender. Next, we consider central streams of feminist thought, such as Marxist feminism and gender performativity. Finally, we end with some critical interventions in feminist theory, such as intersectionality, masculinities, and transgender studies. We will also do a series of empirical assignments designed to illuminate the social workings of gender. D (K. Schilt).
20207. Race, Ethnicity and Human Development. PQ: Students should have one course in either Human Development or Psychology. (=CRES 20207) 21st century practices of relevance to education, social services, health care and public policy deserve buttressing by cultural and context linked perspectives about human development as experienced by diverse groups. Although generally unacknowledged as such post-Brown v. 1954, the conditions purported to support human development for diverse citizens remain problematic. The consequent interpretational shortcomings serve to increase human vulnerability. Specifically, given the problem of evident unacknowledged privilege for some as well as the insufficient access to resources experienced by others, the dilemma skews our interpretation of behavior, design of research, choice of theory, and determination of policy and practice. The course is based upon the premise that the study of human development is enhanced by examining the experiences of diverse groups, without one group standing as the "standard" against which others are compared and evaluated. Accordingly, the course provides an encompassing theoretical framework for examining the processes of human development for diverse humans while also highlighting the critical role of context and culture. B, C (M. Spencer, Autumn).
20209. Adolescent Development. (=PSYC 20209) Adolescence represents a period of unusually rapid growth and development. At the same time, under the best of social circumstances and contextual conditions, the teenage years represent a challenging period. The period also affords unparalleled opportunities with appropriate levels of support. Thus, the approach taken acknowledges the challenges and untoward outcomes, while also speculates about the predictors of resiliency and the sources of positive youth development. The perspective taken unpacks the developmental period's complexity as exacerbated by the many contextual and cultural forces which are often made worse by unacknowledged socially structured conditions, which interact with youths' unavoidable and unique meaning making processes. As a function of some youths' privileging situations versus the low resource and chronic conditions of others, both coping processes and identity formation processes are emphasized as highly consequential. Thus, stage specific developmental processes are explored for understanding gap findings for a society's diverse youth. In sum, the course presents the experiences of diverse youth from a variety of theoretical perspectives. The strategy improves our understanding about the "what" of human development as well as the "how." Ultimately, the conceptual orientation described is critical for 1) designing better social policy, 2) improving the training and support of socializing agents (e.g., teachers), and 3) enhancing human developmenetal outcomes (e.g., resilient patterns). B, D (M. B. Spencer, Winter).
20300. Biological Psychology. (=PSYC 20300, BIOS 29300) Prerequisites: Some background in biology and psychology. What are the relations between mind and brain? How do brains regulate mental, behavioral, and hormonal processes; and how do these influence brain organization and activity? This course introduces the anatomy, physiology, and chemistry of the brain; their changes in response to the experiential and sociocultural environment; and their relation to perception, attention, behavioral action, motivation, and emotion. (L. Kay, B. Prendergast, Winter).
20505/30405. Anthropology of Disability. (=MAPS 36900, ANTH 30405, SOSC 36900, ANTH 20405, HMRT 25210, HMRT 35210) PQ: 3rd or 4th year standing for undergraduates.
21000/31000. Cultural Psychology. (=PSYC 23000/33000, ANTH 24320/35110, HDCP 41050, GNSE 21001/31000, AMER 33000) PQ: Third or fourth year standing. There is a substantial portion of the psychological nature of human beings that is neither homogeneous nor fixed across time and space. At the heart of the discipline of cultural psychology is the tenet of psychological pluralism, which states that the study of "normal" psychology is the study of multiple psychologies and not just the study of a single or uniform fundamental psychology for all peoples of the world. Research findings in cultural psychology thus raise provocative questions about the integrity and value of alternative forms of subjectivity across cultural groups. In this course we analyze the concept of "culture" and examine ethnic and cross-cultural variations in mental functioning with special attention to the cultural psychology of emotions, self, moral judgment, categorization and reasoning. B, C; 2*, 3* (R. Shweder, Autumn).
21401. African Civilization II. (=ANTH 20701, HIST 10102, SOSC 22600, AFAM 20702, CRES 20702) The second quarter of the African Civilization sequence takes up the classic question of continuity and change in African societies by examining the impact of colonialism and daily life in post-colonial societies. The course is structured in terms of critical themes in the study of modern African societies. The themes that we address are: the colonial experience, with particular emphasis on the symbolic and intimate dimensions of the colonial experience, anti-colonial movements and the construction of political imaginaries, and finally the experience of everyday life in the context of neoliberal economic reform. We will focus on the countries of South and South Eastern Africa: Kenya, Zimbabwe, Zambia, South Africa and Madagascar. C (Staff, Winter).
21500. Darwinian Health. (=GNDR 21500, HIPS 22401, BIOS 23248) PQ: Permission of Instructor only. This course will use an evolutionary, rather than clinical, approach to understanding why we get sick. In particular, we will consider how health issues such as menstruation, senescence, pregnancy sickness, menopause and diseases can be considered adaptations rather than pathologies. We will also discuss how our rapidly changing environments can reduce the benefits of these adaptations. Seminar Format. A (J. Mateo, Winter).
21901/31901. Language, Culture, and Thought. (=PSYC 21950/31900, ANTH 27605/37605, LING 27605/37605) This is a survey course exploring the role of natural language in shaping human thought. The topic will be taken up at three levels: semiotic-evolutionary (the role of natural language in enabling distinctively human forms of thinking--the rise of true concepts and self-consciousness), structural-comparative (the role of specific language codes in shaping habitual thought--the "linguistic relativity" of experience), and functional-discursive (the role of specialized discursive practices and linguistic ideologies in cultivating specialized forms of thought--the pragmatics, politics, and aesthetics of reason and expression). Readings will be drawn from many disciplines but will emphasize developmental, cultural, and critical approaches. Class time will be divided between lecture and discussion. B, C; 2*, 3*, 5* (J. Lucy, Spring).
22201. Developmental Biopsychology. Prerequisites: Advanced undergraduates only. This course is an introduction to the reciprocal interactions between psychology and biology, as well as fundamental principles of neural, endocrine and imune integration. The course is taught with a developmental emphasis, including animal and clinical literature. A (M. McClintock, Spring).
23249. Animal Behavior. Prerequisites: Students must have previously completed the general education requirement for the biological sciences. This course provides an introduction to the mechanism, ecology, and evolution of behavior, primarily in nonhuman species, at the individual and group level. Topics include the genetic basis of behavior, developmental pathways, communication, physiology and behavior, foraging behavior, kin selection, mating systems and sexual selection, and the ecological and social context of behavior. A major emphasis is placed on understanding and evaluating scientific studies and their field and lab techniques. A (J. Mateo, Winter).
23301/33301. Culture, Mental Health and Psychiatry. (=ANTH 24315, ANTH 35115, HIPS 27302) Prerequisites: Undergraduates must have previously completed a SOSC sequence. While mental illness has recently been framed in largely neurobiological terms as "brain disease," there has also been an increasing awareness of the contingency and complexity of psychiatric disorders. In this course, we will draw upon readings from medical and psychological anthropology, cultural psychiatry, and science studies to examine this paradox and to examine mental health and illness as a set of subjective experiences, social processes and objects of knowledge and intervention. Questions explored include: Does mental illness vary across social and cultural settings? How are experiences of people suffering from mental illness shaped by psychiatry's knowledge of their afflictions? C, D; 3 (E. Raikhel, Winter).
23620/33620. Medicine and Anthropology. (ANTH 23620, ANTH 33620) D; 4 (J. Farquhar, Winter 2014).
23800/36400. Theories of Emotion and the Psychology of Well Being. (=PSYC 26400, PSYC 36400) This course will review different approaches to the study of emotion and well being, different ways of measuring well being, the relationship between positive and negative well being, and the degree to which well-being can be changed. We will discuss studies that focus on the mechanisms that control psychological well being, and the thinking, appraisals, and beliefs that lead to positive versus negative well being. We will also investigate those conditions that produce irrevocable changes in psychological well being and those conditions that promote robustness. D; 4 (N. Stein, Spring).
23900/31600. Intro. Language Development. (=PSYC 23200, PSYC 33200, PSYC 43200, LING 31600, HDCP 41650) This course addresses the major issues involved in first-language acquisition. We deal with the child's production and perception of speech sounds (phonology), the acquisition of the lexicon (semantics), the comprehension and production of structured word combinations (syntax), and the ability to use language to communicate (pragmatics). B (S. Goldin-Meadow, Spring).
23909. Producing home: The re-making of place and space in diaspora. (=ANTH 23909) Advanced undergraduates only. At its heart, migration involves transformations in space and place. The very act of migration involves displacement and the traversing of space, and it is through a variety of spatial and place-making practices that migrants are re-emplaced in new locales. Such practices may be undertaken by both migrants and receiving states; they range from the creation of neighborhoods populated with structures of support relevant to specific migrant populations, to the collective sharing of narratives about remembered places, and attempts to make one's home in diaspora reflect the one left behind. Such practices have a range of effects. For instance, they may enable migrants to reproduce remembered places and ways of being in a new landscape in symbolic and material ways, allowing them to create a sense of home; they may transform urban spaces and create new ones; and they may produce new immigrant subjectivities that are informed by the spatial and sociopolitical conditions of their new home. We will draw on a range of ethnographic material to explore these and other possibilities through the lens of theories on the production of space and place. C (G. Embuldeniya, Winter).
25116. Magic Matters. (=INST 27701, ANTH 25116) The class explores lively presence of magic in the contemporary, presumably disenchanted world. It approaches the problem of magic historically—examining how magic became an object of social scientific inquiry—and anthropologically, attending to the magic in practice on the margins of the industrial, rational, cosmopolitan, and technological societies and economies. Furthermore, this class reads classic and contemporary ethnographies of magic together with the studies of science and technology to critically examine questions of agency, practice, experience, experiment, and efficacy. The class reads widely across sites, disciplines, and theories, attending to eventful objects and alien agents, stepping into post-socialist, post-colonial, and post-secular magic markets and medical clinics, and reading for the political energies of the emergent communities that effectively mix science, magic, and technology. (L. Jasarevic, Winter).
25120. Child Development and Public Policy. Throughout the course, we will explore how the principles of early childhood development can guide the design of policies and practices that enhance the healthy development of young children, particularly for those living in adverse circumstances, and thereby build a strong foundation for promoting equality of opportunity, reducing social class disparities in life outcomes, building human capital, fostering economic prosperity, and generating positive social change. In doing so, we will critically examine the evidence on whether the contexts of children’s development are amenable to public policy intervention and the costs and benefits of different policy approaches. (A. Kalil, Winter 2014).
25900. Intro to Developmental Psych. (=PSYC 20500) This course is an introduction to developmental psychology that stresses the development and integration of cognitive, social, and perceptual skills. B (L. Richland, Winter).
26000/30600. Intro to Social Psychology. (=PSYC 20600, PSYC 30600) This course examines social psychological theory and research based on both classic and contemporary contributions. Among the major topics examined are conformity and deviance, the attitude-change process, social role and personality, social cognition, and political psychology. C (W. Goldstein, Winter).
26232. Comparative Cognitive Development. (=PSYC 26232) This course explores the relatively new field of comparative cognitive development, a field which investigates the origin and nature of cognitive skills in humans by comparing these skills across species and across development. We will examine how social and physical cognition develop in relation to species specific social and environmental demands, students will learn behavioral and experimental methods for investigating cognitive development in verbal and non/pre-verbal individuals. Each student will prepare a research proposal to address one of the main questions in the field and present his or her research project and expected findings in a final paper and class presentation. A (T. Mandalaywala, Winter 2014).
26234. Life Course and Generation in the Arab World. In this course we will consider the ways in which processes of globalization are affecting families, age groups, and intergenerational relationships across the Arab world. We will consider not only how discrete age categories such as childhood, youth, or old age have been transformed in the contemporary moment by socio-political and economic trends in the region, but also how these factors shape the dynamic between generations. In doing so we will examine a wide-range of anthropological, sociological, religious, and historical texts, as well as a selection of novels and films. B, C (C. Nutter El Ouardani, Winter 2014).
26235. Life Course Development. This course is designed to provide a comprehensive background in the study of human development across the life span by exploring the influences of culture, environment, social setting, heredity, and physiology on cognitive, emotional, and behavioral processes. Materials will cover the biological/genetic, attachment relations, social, economic, environmental, and neurobiological influences on the developing individual from prenatal development until death. The main focus will be on “normal” development or group averages rather than the development of a single individual, although differences among individuals will be discussed. The primary objective of this course is for the student to gain an understanding and appreciation of human development through the lifespan via readings of theory and research, class lectures, class discussion, and films.
The goal of the class is to expose students to a range of current research in the areas of development, attachment, and neurobiological and social processes across the lifespan in order to develop new ways of conceptualizing development based upon the new information available via this research. B (S. Van Deusen Phillips, Winter 2014).
26310. Vulnerability and Human Rights. (=HMRT 29310/38310) The course discusses current theories of vulnerability and passivity in relation to human rights. It pays particular attention how human rights and social justice can be thought of in relation to people with severe disabilities, animals, and others who are not traditionally thought of as subjects of justice. We will discuss philosophical texts by Jacques Derrida, Emmanuel Levinas, John Rawls, Martha Nussbaum and others, and sociological texts by scholars like Bryan Turner and Tom Shakespeare. (D. Kulick, Winter).
26321. Clinical, Critical and Cultural Perspectives on Mental Health. How do communities and individuals make sense of mental and emotional suffering, and of behavior that breaches social norms and expectations? What does it mean to define these experiences as illnesses? Why do different societies come to understand these phenomena in significantly different ways? And how do we best help those who are troubled by them? This undergraduate course will provide students with an overview of the major categories of mental illness recognized by the Diagnostic and Statistical Manual of Mental Disorders, focusing in particular on five major categories: anxiety disorders (including Post-Traumatic Stress Disorder), mood disorders, psychotic disorders, developmental disorders, and eating disorders. Each week will compare and contrast multiple perspectives on these conditions, drawn from mainstream psychiatry, cross-cultural mental health research, cultural anthropology, and autobiography. The final week will address the emerging field of global mental health and humanitarian psychiatry. (E. Fein, Winter).
26660. Genes and Behavior. (=PSYC 26660) There are complex interactions between the genome and behavior. This course will examine how behavior can be understood by investigating the sequence and structure of genes, especially those expressed in the brain. It will consider behaviors in several species (including human), and present various molecular, genetic, and genomic approaches used to uncover how genes contribute to behavior and how behavior alters the genome. Lectures will provide background for gene-behavior interactions that will be further discussed using primary literature readings. (S. London, Autumn).
27501. Local Bodies, Global Capital. (=INST 27501, ANTH 25102) Prerequisites: Consent of Instructor. The project of this class is to examine the relationship between global capital and local bodies, or put differently to look at the implications of economic forms for particular people’s experience and forms of bodily existence. The class will read divergently critical theories of “capitalism” and some historically-situated field materials, to ask how critical insights travel across speculative, scientific, and, spectral – occult or uncanny – domains of economic practice. The class will examine some local sites of multinational capital investment, production, and circulation: from factory floors to marketplaces, from transnational scientific research to pharmaceutical marketing. In order to better grasp local bodies, the class will pay special attention to biomedical and pharmaceutical industries that emerged as a major locus of global capital investment, as well as read for the existential and bodily complaints voiced around the globe in relation to the shared economic conditions. By examining comparatively some particular health disorders, incidents, and interventions, the class will ask: How are ways of being, feeling, and thinking determined by the abstract global power of capital? How are local bodies and economies implicated in the global dynamics? How can we speak critically of “global capital” in the face of its contingent configurations: scientific, spectral and speculative? How do local bodies and subjectivities negotiate temporalities, commodities, forms of knowledge, domination, mediation and discipline that are associated with the dynamics of global capital? Can we grasp a shared global condition which is capitalism from the vantage point of some particular local lives? (L. Jasarevic, Autumn).
27700/31800. Modern Psychotherapies. This course introduces students to the nature and varieties of modern psychotherapies by extensive viewing and discussion of video-taped demonstration sessions. We examine diverse therapeutic approaches (e.g., psychodynamic, interpersonal, client-centered, gestalt, cognitive-behavioral orientations). Couple and family therapy sessions, and sessions with younger clients, will also be viewed. Historical and conceptual models are presented to deepen students' understandings of what is being viewed, but the main emphasis is on experiential learning through observation and discussion. D, 4* (D. Orlinsky, Spring 2013, Autumn 2013).
27820. Schools and Communities and Urban School Reform. (=PBPL 27820, SOCI 20214) This course focuses on the relationship between the organization of schools and communities with an emphasis on school reform. The readings represent historical, anthropological, and sociological perspectives as we explore questions about the purpose and history of public schools, the influences on the character of their structure and organization (especially in urban contexts), and how these institutions might be improved. The topics detailed below provide essential intellectual perspectives on the history, work, and complexities of reforming urban schools. (K. Matsko, Spring).
27821. Urban Schools and Communities. (=PBPL 27821, SOCI 20226) This course explores the intersection of urban schools and community, with a focus on the evolution of urban communities, families and the organization of schools. It emphasizes historical, anthropological, and sociological perspectives as we explore questions about the purpose and history of public schools, and factors that influence the character of school structure and organization in urban contexts, such as poverty, segregation, student mobility, etc. The topics covered provide essential intellectual perspectives on the history, work, and complexities of urban schools with a particular focus on the communities that surround them. C (S. Stoelinga, Autumn).
29700. Readings and Research in Human Development. Prerequisites: Consent of Instructor. Students are required to submit the College Reading and Research Course Form. Available for quality grades or for P/F grades. (Select section from faculty list on web, all quarters).
29800. BA Honors Seminar. Required for students seeking honors in Human Development. (L. Beldo, Winter 2014; J. Kowalski, Spring 2014).
29900. Honors Paper Preparation. Prerequisites: PQ: HUDV 29800 and an approved honors project. To complete work on their Honors Papers, students must register for this course with their faculty supervisor, normally in the quarter preceding the one in which they expect to graduate. Students are required to submit the College Reading and Research Course Form. The grade assigned to the Honors Paper will become the grade of record for this course. (Staff, Autumn, Winter).
30301. Research Methods for Learning, Cognition, and Development. This seminar explores the theoretical and practical challenges inherent in conducting research that bridges mechanistic studies of cognition and development with investigations of learning situated in and across contexts. Students will engage with methodological and substantive course readings on learning in schools, families, and across diverse communities. In addition, students will participate in, and report on, research projects within this framework. (L. Richland, Winter).
30302. Problems of Policy Implementation. (=PBPL 22300, SOCI 30302) Once a governmental policy or program is established, there is the challenge of getting it carried out in ways intended by the policy makers. Obstacles emerge because of problems of hierarchy, competing goals and cultures of different groups, and because of difficulties in achieving complex new patterns of change. We explore how these obstacles emerge and may be overcome particularly between groups; and between creators and those responsible for implementing programs. We also look at varying responses of target populations. (R. Taub, Autumn.)
33410. Gesture and Discourse. (=MAPS 33400) Taking a multi-modal perspective on language, this course will consider the role of gesture in structuring discourse and the development of discourse in children or second language learners. Readings will be drawn from the literatures on language socialization, discourse structure, gesture and psycholinguistics, and the ethnography of nonverbal communicative practice. The central argument of the course is that gesture carries culturally-specific meanings and therefore structures into the production and comprehension of discourse in ways that underscore the syntactic relationship between vocal and non-vocal semiosis in language.
Some of the readings will be drawn from philosophers such as Quintilian and Wunt, while more gesture-related works will come from David McNeill and Adam Kendon. I also anticipate some ethnographic accounts of gesture use in discourse, for example how Obama marks himself as authoritative through his particular of rhetorical use of gesture. 5* (S. Van Deusen Phillips, Winter).
34800. Kinship and Social Systems. (=EVOL 34800) This course will use a biological approach to understanding how groups form and how cooperation and competition modulate group size and reproductive success. We will explore social systems from evolutionary and ecological perspectives, focusing on how the biotic and social environments favor cooperation among kin as well as how these environmental features influence mating systems and inclusive fitness. While a strong background in evolutionary theory is not required, students should have basic understanding of biology and natural selection. Course will use combination of lectures and discussion. A, 1* (J. Mateo, Autumn).
36661. Advanced Topics in Behavioral Genomics. (=PSYC 36661) PQ: Graduate students only. One of the great opportunities in this post-genome age is to use DNA to better understand behavior. It is increasingly obvious that the interactions between genes and behavior are complex. Thus, identifying meaningful connections between them requires careful consideration of both. This seminar course will use primary literature as a platform to consider how behavior is influenced by, and itself alters, the genome. The course will cover examples from a variety of animals including humans, various methods for measuring the genome and behavior, and the relevant neurobiology. (S. London, Autumn).
37201. Language in Culture. (=ANTH 37201, LING 31100, PSYC 47001) Prerequisites: Undergrads require consent of instructor. (M. Silverstein).
37500. Research Seminar in Animal Behavior I. PQ: Graduate students only. (=EVOL 37600) This graduate workshop involves weekly research seminars in animal behavior given by faculty members, post-docs, and advanced graduate students from this and other institutions. The seminars are followed by discussion in which students have the opportunity to interact with the speaker, ask questions about the presentation, and share information about their own work. The purpose of this workshop is to expose graduate students to current comparative research in behavioral biology and meet some of the leading scientists in this field. Students must register for this course in the Autumn quarter and will receive credit in the Spring, at the end of the 3-quarter sequence. 1 (D. Maestripieri, J. Mateo, alternating years. J. Mateo, Autumn 2013).
37502. Research Seminar in Animal Behavior II. (=EVOL 37700) Prerequisites: Graduate students only. This graduate workshop involves weekly research seminars in animal behavior given by faculty members, post-docs, and advanced graduate students from this and other institutions. The seminars are followed by discussion in which students have the opportunity to interact with the speaker, ask questions about the presentation, and share information about their own work. The purpose of this workshop is to expose graduate students to current comparative research in behavioral biology and meet some of the leading scientists in this field. Students must register for this course in the Autumn quarter and will receive credit in the Spring, at the end of the 3-quarter sequence. 1 (D. Maestripieri, J. Mateo, alternating years. J. Mateo, Winter 2014).
37503. Research Seminar in Animal Behavior III. (=EVOL 37800) This graduate workshop involves weekly research seminars in animal behavior given by faculty members, post-docs, and advanced graduate students from this and other institutions. The seminars are followed by discussion in which students have the opportunity to interact with the speaker, ask questions about the presentation, and share information about their own work. The purpose of this workshop is to expose graduate students to current comparative research in behavioral biology and meet some of the leading scientists in this field. Students must register for this course in the Autumn quarter and will receive credit in the Spring, at the end of the 3-quarter sequence. 1 (D. Maestripieri, J. Mateo, alternating years. J. Mateo, Spring 2014).
37801. Evolutionary Psychology. Prerequisites: Undergraduates must have permission of instructor. This course explores human social behavior from the perspective of a new discipline: evolutionary psychology. In this course we will read and discuss articles in which evolutionary theory has been applied to different aspects of human behavior and social life such as: developmental sex differences, cooperation and altruism, competition and aggression, physical attractiveness and mating strategies, incest avoidance and marriage, sexual coercion, parenting and child abuse, language and cognition, and psychological and personality disorders. A; 1 (D. Maestripieri, Winter. Not offered 2014).
37802. Challenging Legends and Other Received Truths: A Socratic Practicum. Prerequisites: Advanced Undergrads by petition only. This seminar is an experiment in honoring the skeptical intellectual tradition. That intellectual tradition, which has its home in the great universities of the world, aims to achieve accuracy and impartiality in human understanding through a principled commitment to explore the other side, even when that requires the articulation of an unpopular, politically incorrect or against the current point of view. While it may be a matter for debate whether the intellectual virtues we associate with skepticism are at risk of being sacrificed in the academy these days, this seminar engages a social science and public policy literature that raises skeptical doubts about "received wisdom" on a variety of consequential fronts. Warning to prospective seminar participants: "... a good university, like Socrates, will be upsetting" (The University of Chicago "Kalven Committee Report", November 11, 1967). M (R. Shweder, Winter).
39301. Qualitative Research Methods. The goal of this course is for students to learn a range of qualitative research methods, understand the uses and limitations of each of these methods, and gain hands-on experience designing, completing, and writing up a project using one or more of these methods. The first three weeks focus on developing a research plan: reviewing the literature, formulating a research question, and evaluating available methods to investigate that question. The remaining weeks will focus on research ethics, data collection, data analysis, and writeup. Throughout the course, we will be reading and discussing both texts that explicitly teach method and examples of different qualitative approaches, including ethnography, person-centered interviewing, Grounded Theory, narrative analysis, and cultural models. All students will complete a small-scale research project using one or more of the methods covered in this course. M (E. Fein, Spring).
39900. Readings in Human Development. PQ: Permission of instructor. (Select section from faculty list, all quarters).
40000. HD Concepts. PQ: CHD graduate students only. (=PSYC 40900) Our assumptions about the processes underlying development shape how we read the literature, design studies, and interpret results. The purpose of this course is two-fold in that, first, it makes explicit both our own assumptions as well as commonly held philosophical perspectives that impact the ways in which human development is understood. Second, the course provides an overview of theories and domain-specific perspectives related to individual development across the life-course. The emphasis is on issues and questions that have dominated the field over time and, which continue to provide impetus for research, its interpretation, and the character of policy decisions and their implementation. Stated differently, theories have utility and are powerful tools. Accordingly, the course provides a broad basis for appreciating theoretical approaches to the study of development and for understanding the use of theory in the design of research and its application. Most significant, theories represent heuristic devices for "real time" interpretations of daily experiences and broad media disseminated messages. R (J. Lucy, Autumn).
40110. Color, Ethnicity, Cultural Context, and Human Vulnerability: Implications for Resiliency, Coping and Privilege. PQ: Undergraduates require permission from instructor. (=CRES 40110) The specific level of vulnerability may vary across the life course; nevertheless, all humans are vulnerable and, thus, unavoidably possess both risks and protective factors. The level and character of human vulnerability matters and has implications for physical health, psychological well being, the character of culture, and mental health status. The balance between the two (i.e., risks and protective factors) can be influenced by ethnic group membership and identifiability (e.g., skin color). The cultural contexts where growth and development take place play a significant role in life course human development. As a globally admired cultural context with a particular national identity, one of America's foundational tenets is that citizenship promises the privilege of freedom, allows access to social benefits, and holds sacred the defense of rights. Our centuries-old cultural context and national identity as a liberty-guaranteeing democracy also presents challenges. The implied identity frequently makes it difficult to acknowledge that the depth of experience and its determinative nature may be but skin deep. In America, there continues to be an uneasiness and palpable personal discomfort whenever discussions concerning ethnic diversity, race, color and the Constitutional promise and actual practice of equal opportunity occur. Other nations are populated with vulnerable humans, as well, and experience parallel dissonance concerning the social tolerance of human diversity.
Given the shared status of human vulnerability, the course unpacks and analyzes how differences in ethnicity, skin color and other indicators of group membership impact vulnerability and opportunity for diverse groups. Specifically, the course analyzes the balance between risk level and protective factor presence and examines the consequent physical health status, psychological well-being, and mental health outcomes for its dissimilar citizens. The course especially emphasizes the American cultural context but, in addition, highlights the unique experiences of ethnically varied individuals developing in multiple cultural contexts around the globe. D, 4 (M. Spencer, Autumn).
40207. Development in Adolescents. Adolescence represents a period of unusually rapid growth and development. At the same time, under the best of social circumstances and contextual conditions, the teenage years represent a challenging period. The period also affords unparalleled opportunities with appropriate levels of support. Thus, the approach taken acknowledges the challenges and untoward outcomes, while also speculates about the predictors of resiliency and the sources of positive youth development. The perspective taken unpacks the developmental period's complexity as exacerbated by the many contextual and cultural forces which are often made worse by unacknowledged socially structured conditions, which interact with youths' unavoidable and unique meaning making processes. As a function of some youths' privileging situations versus the low resource and chronic conditions of others, both coping processes and identity formation processes are emphasized as highly consequential. Thus, stage specific developmental processes are explored for understanding gap findings for a society's diverse youth. In sum, the course presents the experiences of diverse youth from a variety of theoretical perspectives. The strategy improves our understanding about the "what" of human development as well as the "how." Ultimately, the conceptual orientation described is critical for 1) designing better social policy, 2) improving the training and support of socializing agents (e.g., teachers), and 3) enhancing human developmental outcomes (e.g., resilient patterns). 2 (M. B. Spencer, Winter).
40306. Academic and Behavioral Gender Gaps Along the Pathway to Degree Attainment. Prerequisites: Graduate level statistics course. Requires consent of instructor. This course explores the complex intersection of race/ethnicity, socioeconomic status and gender in determining unequal outcomes in American education. We will examine the recent history of the reversal of the gender gap in academic achievement, the research evidence examining potential causes of this reversal, and policies aimed at improving male academic achievement. We will also examine whether issue of male underachievement only applies to subgroups of Americans as indexed by race/ethnicity and socioeconomic status. Students will be introduced to several datasets that can be used to examine issues of how gender is associated with academic success along the pathway to degree attainment. Students are expected to complete a final empirical paper that includes the discussion of data, analyses, results, and policy implications. Students must have taken a graduate level statistics course as a prerequisite. 2 (M. Keels, Winter 2013).
40810. Policy Interventions to Improve Children's Health and Human Capital. (A. Kalil).
40851. Topics in Developmental Psychology I. PQ: Consent required, graduates only. (=PSYC 40851) This is rotating-instructor brown bag course held by the Psychology Department, for PhD students only. (L. Richland, Autumn).
41160. New Perspectives on Vulnerability. PQ: Consent required.. (=GNSE 41160, ANTH 40805) Vulnerability is undergoing re-evaluation in philosophy, the social sciences and the humanities. From having been perceived as a condition from which subjects should be defended, rescued or liberated, vulnerability has increasingly come to be theorized as a position and experience that confronts us with the limits of understanding, empathy, morality and theory. This course will read work that attempts to engage with vulnerability not so much as something to be overcome, but, rather, as a challenge that can guide us towards new ways of thinking about political life and engaging with the world. Course literature includes Giorgio Agamben's work on "bare life", Judith Butler's writing on precarious life, Jacques Derrida's writings on animals, Rosemarie Garland-Thomson's book on staring, Martha Nussbaum's book on "frontiers of justice" and Bryan Turner's work on vulnerability and human rights. 2, 3, 4 (D. Kulick, Autumn).
41601. Seminar: Language Development. (=PSYC 43200, HDCP 41650) This course addresses the major issues involved in first-language acquisition. We deal with the child's production and perception of speech sounds (phonology), the acquisition of the lexicon (semantics), the comprehension and production of structured word combinations (syntax), and the ability to use language to communicate (pragmatics). B (S. Goldin-Meadow, Spring).
41603. Advanced Seminar in Developmental Psychology. (=PSYC 40500) This course addresses the major issues involved in first-language acquisition. We deal with the child's production and perception of speech sounds (phonology), the acquisition of the lexicon (semantics), the comprehension and production of structured word combinations (syntax), and the ability to use language to communicate (pragmatics). (S. Goldin-Meadow, A. Woodward, Autumn.)
41920. The Evolution of Language. (=LING 41920, ANTH 47305, CHSS 41920, EVOL 41920, PSYC 41920) How did language emerge in the phylogeny of mankind? Was its evolution saltatory or gradual? Did it start late or early and then proceed in a protracted way? Was the emergence monogenetic or polygenetic? What were the ecological prerequisites for the evolution, with the direct ecology situated in the hominine species itself, and when did the prerequisites obtain? Did there ever emerge a language organ or is this a post-facto construct that can be interpreted as a consequence of the emergence of language itself? What function did language evolve to serve, to enhance thought processes or to facilitate rich communication? Are there modern "fossils" in the animal kingdom that can inform our scholarship on the subject matter? What does paleontology suggest? We will review some of the recent and older literature on these questions and more. (S. Mufwene, Winter).
42200. Research Seminar in Behavioral Endocrinology. (=PSYC 42200, EVOL 42200) (M. McClintock.)
42214. Ethnographic Writing. Prerequisites: Permission of instructor, grad students only. This course is intended for qualitative, anthropologically oriented graduate students engaged in the act of ethnographic writing, be it a thesis, a prospectus or an article. The course is organized around student presentations of work in progress and critical feedback from course participants. It is hoped that each participant will emerge from the course with a polished piece of work. Only graduate students will be admitted and consent of the instructor is mandatory. M (J. Cole, Winter).
42401. Trial Research in Human Development – I. Prerequisites: CHD grad students only. This course is taken in the Spring quarter of the first year, and again in the Autumn quarter of the second year. The purpose of this seminar is to help students formulate and complete their trial research projects. Required (Staff, Autumn, Spring).
42402. Trial Research in Human Development - II. PQ: CHD graduate students only. (R. Taub, Autumn.)
43248. Research Methods in Behavior and Development. Prerequisites: Permission of instructor. In this graduate seminar we will discuss research design, experimental methods, statistical approaches and field techniques. Other topics will be covered depending on participant interests, such as acoustic analyses, ethogram development, event recorders, spectrophotometers, marking methods, spatial analyses and grant-writing strategies. The course is primarily designed for studies of non-human animals, although studies of human behavior, especially developmental studies, will be addressed. M (J. Mateo, Winter).
43302. Illness and Subjectivity. (=ANTH 51305) While anthropology and other social sciences have long explored the social and cultural shaping of the self and personhood, many scholars have recently employed the rubric of "subjectivity" to articulate the links between collective phenomena and the subjective lives of individuals. This graduate seminar will examine "subjectivity"—and related concepts—focusing on topics where such ideas have been particularly fruitful: illness, pathology and suffering. We will critically examine the terms "self," "personhood" and "subjectivity"—and their relationship to one another. Additional literatures and topics covered may include: illness and narrative; healing and the self; personhood and new medical technologies. 3, 4* (E. Raikhel, Spring).
43550. Gesture. (=PSYC 43550) This course will examine the spontaneous movements that we produce when we talk––our gestures. We will first consider what gesture is (and is not), and then explore gesture in relation to communication, thinking, learning, action, and the brain, ending with an exploration of gesture as it becomes language, on-the-spot and over longer periods of time. 5 (S. Goldin-Meadow, Winter).
43600. Process of Judgment and Decision Making. Prerequisites: Graduate students only. This course offers a survey of research on judgment and decision making, with emphasis placed on uncertainty and (intrapersonal) conflict. An historical approach is taken in which the roots of current research issues and practices are traced. Topics are drawn from the following areas: evaluation and choice when goals are in conflict and must be traded off, decision making when consequences of the decision are uncertain, predictive and evaluative judgments under conditions of uncertain, incomplete, conflicting, or otherwise fallible information. (W. Goldstein, Winter).
44700. Sem: Topics in Judgement and Decision Making. (=PSYC 44700) PQ: Graduate students only. Consent of instructor required. (W. Goldstein, Spring).
45060. Women in Science, Science of Women. (=PSYC 45060) (M. McClintock, Spring).
45501. Cognition and Education. Cognition and Education will explore research bridging basic psychological theories of cognition with rigorous studies of educational practice. Complete psychological theories of cognition must be able to explain thinking and learning in dynamic, everyday contexts. At the same time, this work cannot impact practice without being well grounded in teachers and students' everyday activities. Course readings will include psychological studies of cognition and learning, developmental studies of children's thinking, and educational studies of teaching in STEM (Science, Technology, Engineering, and Mathematics) fields. B; 5* (L. Richland, Spring).
45550. From birds to words: How do communication systems come about? (=PSYC 45550) This course will examine commonalities in the development and organization of communication across animals (birds and people) who are not closely linked evolutionarily. In this way, we hope to explore essential elements of social communication (what they are, which elements are flexible with respect to species, time, cultural specificity). Our goal is to start with behaviors that are shared across birds and humans, and unravel deeper shared mechanisms across organisms that rely on complex communication systems over different timespans (evolution, ontogeny). (S. Goldin-Meadow, S. London, Spring).
45600. When Cultures Collide: The Multicultural Challenge in Liberal Democracy. (=PSYC 45300, ANTH 45600, HMRT 35600, GNDR 45600) Coming to terms with diversity in an increasingly multicultural world has become one of the most pressing public policy projects for liberal democracies in the early 21st century. One way to come to terms with diversity is to try to understand the scope and limits of toleration for variety at different national sites where immigration from foreign lands has complicated the cultural landscape. This seminar examines a series of legal and moral questions about the proper response to norm conflict between mainstream populations and cultural minority groups (including old and new immigrants), with special reference to court cases that have arisen in the recent history of the United States.
(R. Shweder, Winter).
45605. Moral Development & Comparative Ethics. (=PSYC 44000) Three types of questions about morality can be distinguished: (1) philosophical, (2) psychological, and (3) epidemiological. The philosophical question asks, whether and in what sense (if any) "goodness" or "rightness" are real or objective properties that particular actions possess in varying degrees. The psychological question asks, what are the mental states and processes associated with the human classification of actions are moral or immoral, ethical or unethical. The epidemiological question asks, what is the actual distribution of moral judgments across time (developmental time and historical time) and across space (for example, across cultures). In this seminar we will read classic and contemporary philosophical, psychological and anthropological texts that address those questions. B, C; 3 (R. Shweder, Autumn).
45620. Anthropology of Migration and Travel. (=ANTH 45620) (J. Chu, Winter 2014).
45700. Urban Field Research. (=SOCI 50017) This course will focus on methods for collecting qualitative field data in urban settings from the ground up, so to speak, and to discuss some related methodological issues. In addition to readings, there will be field assignments and students will discuss each other's notes. M (R. Taub, Spring).
47901-47902-47903 / 27901-27902-27903. Modern Spoken Yucatec Maya 1-2-3. Basic introduction to the modern Yucatec Maya language, an indigenous American language spoken by about 750,000 people in southeastern Mexico. Three consecutive quarters of instruction will be offered for those aiming at basic and intermediate proficiency. Students receiving FLAS support must take all three quarters. Others may elect to take only the first quarter or first two quarters. Students wishing to enter the course midyear (e.g., those with prior experience with the language) must seek explicit permission from the Instructor. Materials exist for a second year of the course; interested students should consult with the Instructor. Students wishing to continue their training with native speakers in Mexico may apply for FLAS funding in the summer to support such efforts. (J. Lucy).
48001. Mind and Biology Proseminar I. (=PSYC 48001) PQ: 3 quarter sequence; receive 100 units of credit IN SPRING ONLY after completing all quarters. Consent Only. The goal of this proseminar is to give graduate students the opportunity to be exposed to and discuss the research in biopsychology currently conducted at the Institute for Mind and Biology. The Mind and Biology Proseminar meets four times a quarter (plus an orientation meeting in Autumn quarter, each time for two hours. A meeting consists of a 45 – 60 minute research presentation by an IMB faculty member (or a guest speaker) and 60 minutes of discussion. (Staff, Autumn 2013).
48002. Mind and Biology Proseminar II. PQ: 3 quarter sequence; receive 100 units of credit IN SPRING ONLY after completing all quarters. Consent Only. The goal of this proseminar is to give graduate students the opportunity to be exposed to and discuss the research in biopsychology currently conducted at the Institute for Mind and Biology. The Mind and Biology Proseminar meets four times a quarter (plus an orientation meeting in Autumn quarter), each time for two hours. A meeting consists of a 45 – 60 minute research presentation by an IMB faculty member (or a guest speaker) and 60 minutes of discussion. (M. McClintock, Winter 2014).
48415. Displaced nations and the politics of belonging. (=ANTH 45615) While immigration has given rise to cultural hybridity and cosmopolitan forms of belonging, it has also produced diasporic nations and long-distance nationalisms that strive to maintain relationships with real or imagined homelands. This seminar examines what it means to belong to a nation that is not coterminous with a territorial state. It explores both the impact of diasporic nation-making on immigrant subjectivities and on the cultural politics of belonging in receiving states. How, for instance, does deterritorialized nation-making implicate immigrant bodies, histories, and subjectivities? How is the traditionally ethnos-based diasporic nation reconceptualised by considering intersecting queer solidarities or religious nationalisms? How does deterritorialized nation-making complicate ideologies of citizenship and belonging, and how do immigrant-receiving states manage these complications? To explore these issues, we will draw on ethnographic monographs and multidisciplinary theoretical perspectives that critically examine the concepts of the nation, nationalism, deterritorialized nationalism, and citizenship, as they implicate history and memory, the body, sexual and religious solidarities, and multiculturalism. 3 (G. Embuldeniya, Spring).
49900. Research in Human Development. PQ. Permission of instructor. (Select faculty from section list, all quarters.)
50036. Honor. (=SOCI 50036) "What is honor?" Asks Falstaff. "Can honor set to a leg? No. Or an arm? No. Or Take away the grief of a wound? No. Who hath it?" Honor makes men do strange things. This course attempts both to answer Falstaff's question and to learn why Honor "pricks men on." 3 (R. Taub, Winter).